Generate an Auth Code for a Submission to CiE Continuity In Education Notice To be considered for review, submissions must align with the CiE’s Aim and Scope. Submissions outside the journal’s remit – including those listed among excluded topics – will not be considered for review. To verify that your manuscript aligns with CiE’s focus and author requirements, please complete this questionnaire and obtain an auth-code, which will be requested during submission via the journal’s portal. If your manuscript does not align with the journal’s focus, you may wish to identify a more suitable outlet using a journal finder such as the Directory of Open Access Journals (DOAJ) Author Credentials email option We have an istitutional email We do not have an istitutional email Enter the institutional email address of one of the authors. * ⚠ No free-provider domains such as gmail, yahoo, hotmail, aol, icloud, live, outlook, qq and so on. email seems valid. Enter one of the following Research accounts details: * Enter the url (website) address of either your ORCID or ResearchGate homepage. Account seems valid. Authors are required to report their institutional email here. This will be used to verify their identity by the journal’s editorial team. At least one author is required to provide the URL of their ORCID homepage or ResearchGate homepage. This information will be used by the journal’s editorial team to verify the authors’ identities. Your article’s information What is the title of your article? * Instruction: Select the ONE item for each section that best describes your article’s content. (Minimum 1 – Maximum 3 items) We do not expect every section to include an appropriate item for your article. When none applies, select “None of the above.” Educational Content, Curriculum & Pedagogy * General educational practices, curriculum development processes, subject-specific teaching, teacher education programs, inclusive education initiatives, or educational leadership activities in mainstream settings or for students with learning, physical, or mental health disabilities Educational interventions, structured programs, pedagogical models, or professional training initiatives explicitly designed to promote learning, development, or school participation among children and adolescents with chronic physical illness or diagnosed mental health conditions Textbook analysis studies, syllabus mapping procedures, content analysis research, or general educational evaluation investigations Adult or Higher education studies addressing university satisfaction, graduate employability, or institutional reform processes, curriculum development None of the above Inclusion, school reentry, and special educational needs * Studies investigating associations between chronic physical or mental illness and academic participation, engagement, psychosocial adjustment, or overall school functioning Research examining or improving mainstream schooling experiences of students or teachers within general education settings Research or practice focused on disability, Autism Spectrum, Special Educational Needs (SEN), inclusive education, or Universal Design for Learning (UDL) frameworks Research addressing educational provision during hospitalization, home-based instruction, distance schooling due to illness, school reintegration processes, or continuity of learning for students with chronic physical or mental health conditions None of the above Psychosocial, Technological & System-Level Dimensions * General research on mental health, bullying, student motivation, teacher or student well-being, or artificial intelligence and digital education conducted in mainstream educational settings General studies on educational technology, artificial intelligence applications, digital transformation, or virtual learning environments Technology-supported, hospital-based, home-based, or system-level educational interventions designed to maintain school participation for students with chronic physical or clinically diagnosed mental health conditions Psychosocial support practices, resilience-enhancing programs, or anti-bullying interventions specifically developed for students with medical conditions or clinically diagnosed mental health disorders None of the above Continuity of Education in Times and Contexts of Crisis * Continuity of education during war, natural disasters, or pandemics. Poverty, migration, or socioeconomic/educational comparative studies None of the above Hidden section – head arrowup6 random letter a2 Hidden section reverse arrowup6 random letter b2 Submit If you are human, leave this field blank. Δ